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Final Joan 2021 Proposal After Colloquium
Final Joan 2021 Proposal After Colloquium
JOAN P. POLO
Teacher II
KIPAYPAYON ELEMENTARY SCHOOL
MARCH 2022
RESEARCH PROPSAL APPROVAL SHEET
SCHOOL YEAR 2021 – 2022, is hereby accepted and approved by the division research
committee.
_____________________________ ________________________
SDS/Adviser ________________________
Date Signed
GUIDE FOR APPRAISING ACTION RESEARCH PROPOSAL
Division of Bukidnon
Main
Sub-Criteria Score
Criteria low high
Rationale Context Not The action research The educational relevance The nature, extent and
of the described proposal presents a and timeliness of the problem salience of the identified
Action (15) general description of the or issue are shown. The need problem or issue are
Research (no problem or issue as its to conduct action research as comprehensive discussed.
points) focus of inquiry a way to address or improve Different aspects of the action
the situation is explained. research setting are
(8 points) elaborated showing in depth
30 points (12 points) and critical analysis of the
situation.
(15 points)
Proposed Not The action research The proposal outlines when The rationale, extent and
Intervention, presented proposal mentions an and where the intervention, limitation of the intervention,
Innovation intervention, innovation innovation or strategy will be innovation or strategy are
Strategy (no or strategy to be tried out undertaken, and who will be explained in detail. Its
points) to address the problem or involved. Activities to be plausibility as a way to
(15) issue. undertaken are stated. address the problem or issue
is given support.
(8 points) (12 points)
(15 points)
Not The action research The research question(s) The research question(s)
stated proposal has a stated aim, specifies the action research logically proceeds from the
objective or general variable(s) or the focus of context of the inquiry. It
Action Research (no research question(s). inquiry. Key elements of the clearly relates to the
Question(s) points) research question(s) are identified problem or issue,
(15 points) reflected in the title of the and conveys the desired
proposal change or improvement.
30 points
(25 points) (30 points)
Sub- Scor
Main Criteria
Criteria low high e
Action Research Participa Not stated The action research proposal states the Details are provided about
methods nts and/or target participants and/or other sources the target participants (ex:
other (no points) of data and information (ex: learners, number, characteristics,
Sources teachers, documents, regalia, learner’s sampling procedure, if any)
30 points of Data products, others) and/or other sources of data
and and information. Clear
Informati (5 points) rationale for their inclusion
on in the study is given.
Data Not described The action Details of the data The proposal explains why
Gatherin research gathering method(s) the selected data gathering
g (no points) proposal presents are provided: the method(s) is suited to the
Method(s a general specific kinds of nature and purpose of the
) description of data, how and when action research. The data
the method(s) to they will be gathering method(s) is
(10) be employed for collected (ex: pre- aligned with the research
gathering data. test and post-test question(s). Research
scores). Research instruments, if any, are
(5 points) instruments, if any, appropriate for obtaining the
are described (ex: desired kind of
test, scale, survey, data/information.
questionnaire,
checklist, interview (10 points)
guide, others).
(8 points)
Data Not stated The action Details of the The selected method data
Analysis research method(s) of data analysis is shown to be
Plan (no points) proposal presents analysis are given. appropriate to the nature of
a general Techniques (ex: the data/information to be
(10) description of quantitative/statistic gathered and for addressing
how the gathered al, qualitative, or the research question(s).
data/information both methods), as
will be analyzed. well as tools (ex: (10 points)
software) to be
(5 points) employed are
specified.
(8 points)
Action Research Not included The action research proposal A detailed work plan is provided covering start to
Work Plan and includes a list of major completion of the action research. Timelines are realistic
Timelines (no points) activities and their timelines. and show concretely how the action research will unfold
over the allowed period. The overall plan reflects the
(3 points) proponent’s capacity to concretize ideas into clear and
sequential steps to be undertaken.
5 points (5 points)
Not included The action research proposal A detailed breakdown of items with their corresponding
includes a list of major items costs is furnished. The items and costs reasonably reflect
Cost Estimates (no points) and their estimated costs. The the funding needs of the action research, adhere to the
total cost is shown. BERF guidelines. The overall plan reflects the
proponent’s capacity to project specific expenses that
5 points (3 points) she or he be accountable for.
(5 points)
___________________________________________
General Findings/Remarks:
RESEARCH PROPOSAL APPLICATION FORM
AND ENDORSEMENT OF IMMEDIATE SUPERVISOR
A. RESEARCH INFORMATION
RESEARCH TITLE:
o District o A. 1. English
o School o A. 2. Mathematics
o A. 3. Science
o A. 5. Araling Panlipunan
o A. 8. Mother Tongue
o B. 1. Bullying
o B. 2. Early Pregnancy
o B. 3. Premarital Sex
C. Theme 3-Human Resource
Development
o C. 1. Professional Development
o C. 2. Scholarship Grant
o C. 4. Employees Welfare
o C. 6. Career Guidance
D. Theme 4-Governance
o D. 3. Inclusive Education
o D. 4. School Operation
o D. 5. School Management
E. Continuous Improvement
B. RESEARCH INFORMATION
EDUCATION
ATTAINMENT (DEGREE
TITLE) (enumerate from TITLE OF THESIS/RELATED RESEARCH
bachelor’s degree up to PROJECT
doctorate degree)
SIGNATURE OF
RESEARCHER:
I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.
RESEARCHER
LAST NAME: FIRST NAME: MIDDLE NAME:
POLO JOAN PAY-AN
BIRTHDATE SEX: POSITION/DESIGNATION:
(MM/DD/YYYY):
June 4, 1988 Female Teacher II
SCHOOL/ Kipaypayon Elementary School
OFFICIAL ADDRESS: Purok 1B, Kipaypayon , Quezon, Bukidnon
CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:
NUMBER 2:
09606444162 09066226058 joan.polo@deped.gov.ph
EDUCATION
ATTAINMENT Bachelor In Elementary Education
(DEGREE TITLE)
(enumerate from
bachelor’s degree up to
doctorate degree)
SIGNATURE OF
RESEARCHER:
I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.
1. I, JOAN. P. POLO, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts
of their work without proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and has cited
properly all the references used. I further commit that all deliverables and the
final research study emanating from this proposal shall be of original content.
I shall use appropriate citations in referencing other works from various
sources.
JOAN P. POLO
Proponent/Teacher II
March 31, 2022
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
2. I hereby declare that I do not have any personal conflict of interest that may
arise from my application and submission of my research proposal. I
understand that my research proposal may be returned to me if found out that
there conflict of interest during the initial is screening.
JOAN P. POLO
Proponent/Teacher II
March 31, 2022
TABLE OF CONTENTS
TITLE PAGE
Title Page
i
Declaration of Anti-plagiarism ix
Memorandum of Agreement xi
Research Design 7
Participants of the Study 7
Data Analysis 9
Cost Estimates 11
References 12
Annexes 13-15
allow them to access the breadth of the curriculum and improve their communication
vital indicator. Poor performance may be due to poor reading comprehension ability.
When pupils fall behind, all factors contributing to a child’s low academic
performance comes in. And that needs to be addressed to stop a vicious cycle of
pupils lagging.
The Department of Education has initiated programs to address the reading
problems of children. DepEd Order No. 45 s. 2002 or the Every Child A Reader
Program (ECARP) is a national program that has its goal that every child will be a
reader by the time they finish grade three. DepEd Memorandum No. 173 s. 2019 or
productive and progressive pupils with essential reading competencies and skills.
teachers to address the reading programs. However, data showed that there are still
grade four pupils who have difficulties in their reading comprehension level.
reading intervention. The Phil-Iri Pretest was administered last March, 2022 to
identify the reading comprehension level of the Grade 4 Learners. The test given
identified 10 learners are in instructional level that is equivalent to 43% and 5 are in
independent which is equivalent to 22%. The result showed that there are 35% of the
passages enhances the reading comprehension level of the eight grade 4 learners who
belong to the frustration level of reading in Kipaypayon Elementary School for the
PROPOSED INNOVATION
meaningful and relevant context. This helps the learners to acquire new skills and
knowledge relevant to pupil’s academic performance especially in improving pupils’
one of the most complex cognitive activities in which humans engage, making it
coordination of multiple linguistic and cognitive processes including, but not limited
This study gave emphasis to the eight frustrated readers in order to make them
Contextualization can be done through designing the reading lessons and activities
that center on the learners' field of interests and environment. Research suggests that
effective, we know little about whether strategy instruction and use are part of “daily
described as explicitly situated such that the learner can recognize the situatedness or
connections between the content and context, albeit with varying qualities of
situated the knowledge for the learner. Therefore, learners could easily comprehend
the passages and able to understand what they are reading. Thus, this may lead to
understand the text in the passage. It is the act of creating relevance and meaning
enhance the English comprehension level of our pupils. Thereby making our pupils an
independent readers.
4
with simple paragraph and most especially with WH questions that let the pupils read
well and comprehend the passage through answering the questions presented in the
passage. This Contextualized Reading Passage is designed for grade four pupils with
low Comprehension reading levels. It is evident that some grade four pupils can read
but they are not able to comprehend. So through using this contextualized Reading
Passage, pupils are able to relate to the passage and understand the concept.
questions that address literal, inferential, and critical skills. This reading passages is
designed to improve the reading comprehension level of the Grade Four pupils of
To ensure the smooth and continuous flow of the entire project, step by step
1. Conduct the Phil-IRI Pretest to determine the reading level of the pupils in
English.
group massaging.
5. Home visitation of target pupils in order that this research will be explained
properly to the parents for the important role they must portray in the entire
research implementation. Parents and School Agreement were also presented and
signed by them as proof that they understand the entire process and that they are
Ensuring the safety of all the people involved in the project processes, the
researchers made sure to strictly follow the safety standard and proper protocol
amidst the COVID-19 pandemic for proper mitigation and prevention control.
using the Phil-IRI Post test Forms. Again, it shall be noted that only the identified
frustration and instructional readers during the pretest will be given with the Phil –
IRI posttest. Using the Phil – IRI posttest graded passages, the test administrator must
again identify the student’s reading ability level. The teacher records the score of each
pupils and compares the result of the posttest against the pretest. Likewise, the
behavior during the reading of the selection is compared to the student's behavior
during the pretest. The result of the posttest and the improved behavior while reading
will indicate the pupils' improved reading skills. The Phil – IRI Post Test will be
The study aims to help the grades four pupils under frustration level of
Kipaypayon Elementary School in the academic year 2021 – 2022 enhance their
participants, data gathering procedure, and instruments as well as the data analysis.
Research Design
study will be exposed to the innovation which is the use of the Contextualized
Reading Passages. The Phil–IRI assessment tool pre-test and the post-test result will
The participants of this study are the grade four pupils under frustration level
of reading of Kipaypayon Elementary School for the academic year 2021-2022. Table
4 shows the detailed breakdown of the participants of this study. The study will be
The Phil – IRI Assessment Tool pretest and posttest adopted from DepEd Phil
– IRI Manual 2018 for grades four will be utilized to determine the reading
comprehension level of the participants in this study before and after the
implementation of the innovation. The Phil-IRI reading test uses a predetermined set
of criteria in identifying the reading comprehension level of each pupil for each
passage. These criteria include the percentage of word recognition accuracy and the
used. 8
reading comprehension, the percentage scores will be analyzed following the rating
using the criteria presented in table 6 basing from Phil-IRI Manual, 2018 [4].
Data Analysis
The date will be analyzed using descriptive statistic. For problem number 1,
the mean will be used in order to determine the learners’ reading comprehension
level. Paired T-test will be employed to find out the significant difference in reading
I. Pre-Implementation Stage
1. Determine the -Conduct Phil – -Researcher/ March 11, 2022 Pre Test
reading ability IRI Pre Test Grade 4 Reading Ability
level of the Assessment Tool Teacher Level
grades four (Frustration,
pupils before the -Grade 4 Instructional,
implementation Teacher Independent) of
of -Grades four Grade Four
Contextualized pupils Pupils
reading passage.
-Seek approval
from the division
office
-Individual
remedial
instruction on
reading
-Do theme
analysis of
qualitative data
gathered.
-Publish the
completed action
research.
11
COST ESTIMATES
stakeholders of the school, district office, division office, regional office as well as in
The study will give baseline data for the planning and formulation of more
enhanced reading tools in for the improvement of the learners reading ability level.
The findings will be presented both local and abroad. This will be published in both
12
REFERENCES
Shahrzad Hosseini and Hadi Salehi(2016). Asian Journal of Education and e-Learning
Retrieved from:https://research.iaun.ac.ir/pd/hadisalehi/pdfs/PaperM_5567.pdf
Intervention
Retrieved from:
https://ccrc.tc.columbia.edu/media/k2/attachments/
contextualized- reading-writing-intervention-brief.pdf
13
APPENDICES
14
Name : ________________________________
My Family
best.
Name : ________________________________
4. How does the boy feel when he states the story? __________________
5. Why does the father want to stay at the court and talk with his friends?
_______________________________________________________